THE  NORMAL  SCHOOL 
QUARTERLY 


<^,w 


Series  20  October,  1921  rf^JlSSnUSer  81 


PHYSICAL  EDUCATION  AND  THE  INTERESTS 
OF  CHILDREN 


BY 

LYDIA  CLARK 

Professor  of  Physical  Education  for  Women 
Illinois  State  Normal  University 


AND 

RUTH  B.  GLASSOW 
Director  Physical  Education  for  Women 
Western  Illinois  State  Teachers  College 


PUBLISHT  JANUARY,  APRIL,  JULY,  AND  OCTOBER  OF  EACH 

YEAR  BY  THE  ILLINOIS  STATE  NORMAL  UNIVERSITY, 

NORMAL,  ILLINOIS 


1,  Illinois, 


Entered  August,  1902,  at  Normal,  Illmois,  as  second-class  mail  matter 
under  Act  of  Congress  of  July  16,  1894 

N.  B. — Any  teacher  in  Illinois  may  get  the  Normal  School  Quarterly  regularly  hy 
sending  exact  name  and  address,  and  by  giving  prompt  notis  of  any  change  of  address. 

Simplified  spellings  are  used  in  the  offisial  publications  of  the  Illinois  State  Normal 
University. 


THE  NORMAL  SCHOOL 
QUARTERLY 

Series  20  October,  1921  Number  81 


PHYSICAL  EDUCATION  AND  THE  INTERESTS 
OF  CHILDREN 


BY 

LYDIA  CLARK 

Professor  of  Physical  Education  for  Women 
Illinois  State  Normal  University 


AND 

RUTH  B.  GLASSOW 

Director  Physical  Education  for  Women 
Western  Illinois  State  Teachers  College 


PUBLISHT  JANUARY,  APRIL,  JULY,  AND  OCTOBER  OF  EACH 

YEAR  BY  THE  ILLINOIS  STATE  NORMAL  UNIVERSITY, 

NORMAL,  ILLINOIS 


Entered  August,  1902,  at  Normal,  Illinois,  as  second-class  mail  matter 
under  Act  of  Congress  of  July  16,  1894 


N.  B. — Any  teacher  in  Illinois  may  get  the  Normal  School  Quarterly  regularly  by 
pending  exact  name  and   address,  and  by   giving  prompt   notis  of  any  change  of  address. 

Simplified  spellings  are  used  in  the  offisial  publications  of  the  Illinois  State  Normal 
University. 


Normal  School  Quarterly 

Publisht  by  the  Illinois  State  Normal  University,  Normal,  Illinois 
Series  20  OCTOBER,  1921  No.  81 


PHYSICAL  EDUCATION  AND  THE  INTERESTS 
OF  CHILDREN 

BY 

IvYdia  Clark 
Professor  of  Physical  Education  for  Women 
Illinois  State  Normal  University 

AND 

Ruth  B.  Glassow 

Director  of  Physical  Education  for  Women 

Western  Illinois  State  Teachers  College 


INTRODUCTION 

Within  a  short  time  physical  education  has  emerged  from  its 
unstable  position  as  a  "special  subject"  with  little  or  no  place  in  the 
curriculum — barely  tolerated  by  faculties  and  often  considerd  a  fad 
by  school  boards — to  a  position  where  it  commands  increasing  respect 
from  educators,  and  where  it  is  demanded  by  a  majority  of  school 
boards  thruout  the  country. 

The  general  public  fails  to  consider,  as  a  rule,  the  nature,  aims, 
and  results  of  its  demands.  A  new  movement  is  heralded;  we  hear 
that  great  results  can  be  accomplisht  by  promoting  this  movement; 
and  we  demand  this  new  thing  without  due  consideration  of  its  value 
to  the  individual,  or  to  types  of  society.  This  psychology  of  social 
re-adjustment  is  too  often  characteristic  of  educational  changes.  A 
subject  is  demanded  because  it  is  being  used  elsewhere.  It  is  adopted 
by  the  school  board.  Too  little  thought  is  given  to  the  nature  of  the 
child  or  to  a  careful  consideration  of  the  objectivs  and  the  results  to 
be  obtaind  from  its  adoption. 

Physical  education  has  been  accorded  such  a  reception.  The  sub- 
ject is  new;  we  hav  recognized  its  value;  and  in  many  instances  we 
hav  hazily  stated  our  ends  and  hav  gone  on  looking  at  the  child  thru 
adult  eyes,  imagining  that  great  things  ar  being  accomplisht  by  such 
an  addition  to  the  life  of  the  school. 


4  The   Normal   School   Quarterly 

Instead  of  this  method  of  procedure  it  is  our  duty,  first,  definitly 
to  state  our  objectivs;  second,  to  study  the  growth,  development,  and 
interests  of  children  at  the  various  ages ;  third,  to  consider  methods 
of  presentation  and  the  approach  that  wil  appeal  to  the  various  stages 
of  growth,  interest,  and  development;  fourth,  to  experiment  with  types 
of  subject-matter;  and  fifth,  to  mesure  the  results  of  the  work. 

OBJECTIVS  OF  PHYSICAL  EDUCATION 

With  these  five  points  in  mind  let  us  consider,  first  the  aims,  or 
objectivs,  of  physical  education.  A  survey  of  the  qualities  of  citizen- 
ship which  wil  aid  in  the  growth  and  development  of  society  wil  help 
in  crystallizing  for  us  these  aims.  They  may  be  stated  briefly :  first, 
vigorous  physical  and  mental  helth;  second,  a  spirit  of  sportsmanship, 
loyalty,  and  devotion  to  a  cause ;  third,  a  love  of  activity  and  skil  in  it 
which  wil  giv  joy  in  leisure  hours,  as  wel  as  aid  in  the  economical  use 
of  the  energy  of  the  body  in  the  daily  occupations  of  life. 

PERIODS,  OR  STAGES,  IN  CHILD  DEVELOPMENT 

After  a  study  of  the  objectivs  of  physical  education,  one  is  of 
necessity  led  to  view  the  age,  interests,  and  capacities  of  children  be- 
fore one  can  plan  the  type  of  work  that  wil  make  the  desired  appeal. 
Children  ar  observd  thru  adult  eyes,  and  consequently  their  motivs  and 
interests  ar  often  sadly  misinterpreted.  Occasionally,  however,  there 
appears  a  grown-up  with  an  "understanding  soul."  Joseph  Lee  shows 
this  happy  faculty  in  interpreting  child  mind  in  his  interesting  book, 
Play  and  Education.  George  Johnson  has  also  done  much  thru  his 
book,  Education  Through  Plays  and  Games,  to  show  the  value  of 
games  in  producing  mental  and  physical  growth  of  children.  He  also 
points  to  the  need  for  careful  selection  of  games  for  the  various  phases 
of  child  life. 

There  ar  certain  mental  and  physical  characteristics  which  ar 
peculiar  to  the  various  phases  of  child  development.  They  ar  present 
in  varying  degrees  in  all  children  and  ar  manifested  at  certain  age 
periods,  but  there  is  no  sharp  line  of  demarcation  between  the  periods. 
The  desires  and  interests  change  gradually,  and  the  time  of  the  change 
varies  with  different  individuals ;  for  example,  babyhood  interests  with 
some  children  last  much  longer  than  with  others. 

I.       THE  DRAMATIC   PERIOD 

The  dramatic  stage  is  the  first  period  with  which  teachers  ar  in- 
timately concerned.  Lee  places  this  period  from  four  to  six  years 
of  age.  (We  include  the  first  two  years  of  school  life.)  It  is  charac- 
terized by  the  rapid  growth  of  the  body  and  brain ;  rapid  development 


Physical  Education  and  Children's  Interests  5 

of  the  senses ;  great  interest  in  activity  for  its  own  sake  with  little 
thought  concerning  the  accomplishment  of  an  end ;  interest  in  imper- 
sonation of  adults  and  their  occupations ;  activ  play  of  the  imagina- 
tion ;  interest  in  construction  and  collections ;  desire  for  rhythmic  plays ; 
and  lack  of  interest  in  the  formal,  cooperativ  type  of  game. 

Opportunity  for  construction  with  paper,  blocks,  and  sand,  as  wel 
as  the  encouragement  to  impersonate  is  of  value  in  giving  joy  and  at 
the  same  time  is  of  great  educational  value.  Running,  climbing,  turn- 
ing somersaults,  and  similar  activities  ar  necessary  for  the  development 
of  the  fundamental  muscles  of  the  body ;  and  the  construction  of 
apparatus  for  such  activities  is  as  essential  for  the  proper  growth  and 
development  of  children  as  is  the  construction  of  windows  for  the 
admission  of  sunlight  into  the  schoolroom.  The  old  time  singing 
games  such  as  Looby  Loo,  Jolly  Miller,  together  with  Cat  and  Mice, 
Stone,  forms  of  tag,  ar  popular  during  this  age. 

II.       THE   "BIG   INJUN"    PERIOD 

The  "Big  Injun"  stage  succeeds  the  dramatic  age  and  covers  the 
period  from  eight  to  ten  years.  At  this  time  the  growth  of  the  body 
is  much  less  rapid,  while  nature  turns  her  attention  to  a  period,  not 
of  regression  as  some  hav  said,  but  to  a  physical  and  mental  transition 
in  which  the  circulatory  system  changes,  dentition  occurs  and  the 
child's  attitude  toward  activity  changes  from  interest  in  the  mere  ac- 
tivity to  interest  in  the  end  to  be  secured.  The  fighting  instinct  comes 
to  the  front  and  this  together  with  a  decided  individualistic  tendency 
is  the  markt  characteristic  of  children  of  this  period.  This  aggressiv 
element  when  guided  and  traind  tends  to  develop  into  a  valuable  qual- 
ity of  leadership;  but  without  education  develops  into  the  "bullying" 
quality  which  is  so  characteristic  of  the  play  of  the  street  and  the 
unsupervised  playground. 

There  is  a  markt  increase  in  the  physical  skil  of  the  individual 
together  with  a  keen  desire  to  prove  one's  self  superior  to  one's  mates. 
Games  selected  for  this  period  should  include  running,  throwing,  and 
chasing,  as  these  satisfy  the  instinctiv  desires  of  this  period  and  pro- 
mote activity  of  the  muscles  necessary  for  growth  and  development. 

There  is  an  increase  in  the  desire  to  collect  which  should  be  given 
an  opportunity  for  development  during  the  hikes  and  field  trips,  where 
there  is  every  chance  for  observation  and  the  procuring  of  collections 
of  insects,  plants,  or  stones. 

III.      LOYAETY  PERIOD 

Many  of  the  characteristics  of  the  "Big  Injun"  period,  such  as 
fighting  and  other  individualistic  instincts,  persist  wel  into  the  so-calld 


6  The  Normal  School   Quarterly 

loyalty  period  which  covers  the  age  of  eleven  to  fifteen  years.  Gradu- 
ally the  desires  to  cooperate  and  to  belong  to  the  group  come  to  the 
surface  and  characterize  this  stage  of  development.  There  is  an  in- 
creast  development  of  the  skil  and  coordination  which  is  necessary 
in  team  games.  The  spirit  of  self-sacrifice,  of  leadership,  of  follower- 
ship,  of  cooperation,  of  loyalty  to  the  group,  and  of  fair  play  ar  de- 
velopt  more  effectively  on  the  playground  thru  the  use  of  team  games 
than  in  any  other  stage  of  the  child's  life.  This  is  the  period  when 
the  instincts  that  form  the  foundation  of  good  citizenship  and  of  good 
society  ar  redy  for  development  and  need  the  careful  and  intelligent 
supervision  of  teachers  and  play  leaders  to  guide  them  and  thus  secure 
their  right  development.  Games  such  as  Dodgeball,  Newcomb,  Kick 
Bombardment,  Baseball,  and  Soccer  contain  elements  that  ar  inter- 
esting and  of  value  in  the  child's  development  at  this  period. 

ORGANIZATION  OF  THE  PHYSICAL  EDUCATION   PROGRAM 

A  definition  of  the  objectivs  of  physical  education  and  a  knowl- 
edg  of  child  nature  wil  serv  as  a  basis  for  the  formation  and  develop- 
ment of  a  workable  physical-education  program,  while  the  growth, 
development,  and  success  of  the  program  depend  on  experimentation 
with  types  of  physical  activity,  methods  of  presentation,  and  the  reac- 
tion of  the  child  to  this  work. 

TIME    FOR   PHYSICAL   EDUCATION 

The  organization  of  a  physical  education  program  in  schools, 
especially  in  the  elementary  schools,  has  thus  far  ment  simply  the 
setting  aside  of  fifteen  minutes  a  day  for  the  teaching  of  gymnastics, 
a  game,  or  a  dance.  This  has  been  better  than  nothing,  but  we  must 
do  more  than  this  if  we  wish  to  approach  in  any  mesure  the  objectivs 
previously  stated.  We  need  more  time  for  physical  activities,  and 
physical  educators  need  to  spend  more  time  in  the  planning  and  the 
presentation  of  work  which  wil  make  for  out-of-school  activity  and 
for  the  "carrying  over"  of  the  ideals  which  hav  been  presented  during 
the  physical  education  period.  Fifteen  minutes  a  day  can  hardly  be 
expected  to  aid  materially  in  the  maintenance  of  helth,  in  the  develop- 
ment of  sportmanship  and  the  spirit  of  cooperation,  and  in  the  increase 
of  motor  control.  Thirty  minutes  a  day  should  be  the  minimum  and 
even  then  there  is  need  for  the  planning  of  out-of-school  activities. 

METHOD  OF  PRESENTATION 

It  is  impossible  to  secure  a  sustaind  interest  from  children  unless 
their  age,  their  interests  and  capacities  ar  considerd,  and  unless  they 
can  see  some  immediate,  tangible  end  in  view.     One  cannot  hope  to 


Physical  Education  and  Children's  Interests  7 

secure  the  full  value  from  the  teaching  of  a  game  by  saying  at  the 
end  of  the  lesson,  "Now,  children,  go  and  play  this  game  at  recess, 
because  it  wil  make  you  strong  and  vigorous."  An  end  of  this  nature 
is  too  elusiv  and  distant  for  them  to  focus  upon.  If  insted  you  say 
to  the  sixth  grade,  "The  fifth  grade  has  been  learning  this  game  also ; 
let  us  plan  to  run  off  a  series  of  games  with  them,  the  first  one  to  be 
playd  next  Friday.  It  would  be  a  good  plan  for  your  captains  to  get 
you  together  at  recess,  noon,  or  after  school,  because  you  need  practis 
in  dodging  and  catching  the  ball,"  you  wil  find  that  the  game  you  hav 
taught  wil  be  played  whenever  the  children  hav  a  chance,  provided  you 
hav  selected  the  type  of  game  that  appeals  to  their  age,  interests,  and 
capacity.  Again  if  you  wish  to  secure  interest  in  gaining  proficiency 
in  a  dance  or  in  gymnastics,  arrange  for  a  monthly  competition  be- 
tween grades  and  hav  a  physical  education  meet  with  perhaps  a  banner 
as  an  award. 

It  has  been  stated  that  children  of  this  period  ar  interested  in  an 
increase  in  their  individual  skil.  A  tabulation  of  the  individual  rec- 
ords in  jumping,  running,  throwing,  and  stunts  wil  prove  a  great 
stimulus  to  the  youngsters  to  practis  during  their  playtime;  and  if  a 
system  is  organized  whereby  the  individual  may  work  for  the  group 
the  cooperativ  element  wil  be  developt. 

PHASES   OF    PHYSICAL   EDUCATION 

Physical  education  is  a  broad  subject  and  includes  widely  varied 
types  of  activity ;  because  of  this  characteristic  there  is  great  need  for 
a  carefully  balanst  program  in  which  the  desired  types,  or  phases, 
may  receiv  the  needed  allotment  of  time  and  attention. 

Physical  educators  hav  wasted  much  time  in  the  past  in  discussing 
the  value  of  the  various  phases  of  the  work.  Time  has  been  spent  in 
arguments  over  the  different  systems  of  gymnastics  or  over  "gym- 
nastics versus  play,"  which  could  hav  been  much  better  spent  in  experi- 
mentation with  methods  of  presenting  the  various  phases  of  physical 
education,  the  reaction  of  the  children  to  the  types  of  the  work,  and 
to  the  results  obtaind.  The  time  has  come  when  we  must  recognize 
that  each  phase  of  physical  education  may  hav  some  value  and  that 
until  we  can  actually  prove  the  value  by  tabulation  we  must  giv  each 
phase  a  place  in  the  physical  education  program. 

There  ar  four  phases  of  physical  education ;  namely,  hygiene, 
games  and  sports,  gymnastics,  and  dancing.  The  aims,  stated  briefly, 
ar :  to  develop  hygienic  habits  of  life  and  thought ;  to  produce  organic 
reaction ;  to  develop  a  spirit  of  cooperation,  fair  play,  and  loyalty ;  to 
develop  and  train  coordination ;  to  train  the  posture  sense ;  to  develop 
the  dramatic  sense. 


8  The   Normal  School   Quarterly 

These,  in  brief,  ar  the  fundamental  aims  of  physical  education, 
and  when  used  in  a  carefully  balanst  program  will  produce  an  all- 
round  development. 

A    BALANST    PHYSICAL    EDUCATION    PROGRAM 

A  consideration  of  the  objectivs,  the  nature  of  children,  and  the 
desirable  types  of  activities,  has  led  the  authors  to  formulate  a  plan 
which  wil  stimulate  out-of -school  activity  and  produce  a  unity  and 
balance  in  the  physical  activities.  This  plan  has  been  evolvd  with  the 
thought  of  the  six  upper  grades  of  a  village  school  in  mind.  Since 
the  work  of  the  first  and  second  grades  must  be  placed  on  a  different 
basis  from  that  of  the  other  grades,  because  of  the  attitude  of  mind 
and  the  physical  development  of  this  period,  the  following  brief  out- 
line is  given.     (See  also  suggested  program  on  page  10.) 

PHYSICAL  EDUCATION  FOR  FIRST  AND   SECOND   GRADES 

In  a  country  school  the  younger  children  become  imbued  with 
the  thoughts  and  interests  of  the  older  ones  and  play  the  games  selected 
by  the  older  group,  but  in  a  village  school  where  there  is  opportunity 
to  mingle  with  a  larger  number  of  children  of  their  own  age  they  wil 
instinctivly  select  the  activities  and  games  that  ar  based  on  the  funda- 
mental desires  and  instincts  of  the  dramatic  stage  of  development. 

In  planning  work  for  this  period  the  following  characteristics  of 
child  development  should  be  considerd : 

1.  Desire  and  need  for  activity  which  involvs  use  of  the  large 
muscles  of  the  body. 

2.  Desire  to  impersonate. 

3.  Love  of  rhythm. 

4.  Lack  of  desire  and  ability  to  cooperate. 

The  subject-matter  as  wel  as  the  presentation  of  physical  educa- 
tion for  this  period  should  be  of  an  informal  type,  as  is  true  of  the 
other  subjects  taught  to  this  group.  The  work  should  be  developt 
by  the  pupils;  for  example,  the  children  ar  impersonating  the  Ginger- 
bred  Boy.  Allow  them  to  discuss  and  work  out  the  movements  for 
themselvs  and  assist  by  suggestion  only  as  needed.  If  possible,  such 
work  should  be  given  in  three  ten-minute  periods  which  ar  scatterd 
thru  the  day,  and  should  correlate  with  the  story-telling  and  with  the 
nature-study  work. 

The  teacher  of  this  group  is  needed  on  the  playground  practically 
all  the  time  because  she  can  then  stimulate  the  children  to  do  more 
constructiv  work  on  the  sand  pile,  call  attention  to  unselfish  use  of 


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10  The   Normal  School   Quarterly 

the  playground  apparatus,  and  suggest  activ  games.     When  games  ar 
playd  it  is  best  to  hav  small  groups  of  from  ten  to  fifteen  children. 

A  suggested  program  for  the  first  month  is  given.  (Space  wil 
not  permit  a  program  for  the  entire  year.)  The  teacher  is  strongly 
urged  to  acquaint  herself  with  the  reference  list  on  page  44,  and  secure 
those  books  which  deal  chiefly  with  work  for  the  lower  grades. 

PHYSICAL  EDUCATION  FOR  THE  SIX   UPPER   GRADES   OF  A 
VILLAGE   SCHOOL 

The  work  is  based  on  the  following  interests  and  capacities  0? 
the  children: 

1.  Desire   for  activity   that   involvs   running,   hunting,   throw- 
ing, fighting. 

2.  Desire  to  surpass  one's  mates  in  skil  and  physical  ability. 

3.  Interest  in  an  immediate  end. 

4.  The  growth  of  the  group  instinct. 

5.  Desire  and  ability  to  assume  responsibility  and  cooperate. 
The  means  used  to  gain  an  interesting  and  workable  program 

ar  as  follows: 

1.  Arrangement  of  pupils  into  groups  based  on  age  and  hight. 

2.  Selection  of  captains. 

3.  Formulation  of  a  sportsmanship  code. 

4.  Daily  helth  inspection. 

5.  Organization  of  games. 

6.  Use  of  standards  in  athletic  events. 

7.  Organization  of  athletic  events. 

8.  Organization  of  stunts. 

9.  Monthly  posture  test. 

10.  Competition  in  gymnastics. 

11.  Organization  of  dancing. 

12.  Monthly  record  of  weight  and  lung  capacity. 

13.  Grading  of  individuals  based  on  effort  and  improvement  in 
each  line  of  activity. 

14.  Competition  between  grades,  based  on  record  of  room  in 
each  line  of  activity. 

In  proceding  with  the  organization  of  this  plan  it  should  be  kept 
in  mind  that  children  ar  desirous  of  leading,  and  that  when  they  ar 
allowd  to  select  their  own  leaders,  the  leader,  or  captain,  wil  take  his 
responsibility  very  seriously,  and  if  timely   suggestions  ar  given  re- 


Physical  Education  and  Children's  Interests  11 

garding  the  responsibility  of  the  group  to  uphold  its  standard  and  the 
wishes  of  the  selected  leader,  the  work  wil  progress  smoothly  toward 
the  desired  goal. 

The  authors   suggest  that   the   activities  be   changed   during  the 
different  seasons.     The  following  plan  is  suggested. 


Fall 

Winter 

Spring 

Games 

Games 

Games 

Gymnastics 

Dancing 

Dancing 

Stunts 

Gymnastics 

Field  and  track 
stunts 

DIVISION  INTO  GROUPS 

If  a  child  is  to  be  graded  on  his  skil  in  running,  jumping,  and 
throwing,  we  must  hav  standards  with  which  to  mesure  his  ability. 
Such  standards  hav  been  set  in  academic  branches.  At  a  certain  stage 
in  his  development  a  child  should  be  able  to  count ;  at  another,  to  add ; 
and  later  to  multiply  and  divide.  By  these  standards,  his  skil  in  arith- 
metic can  be  mesured.  In  the  school  these  standards  ar  set  for  the 
various  grades.  If  a  pupil  has  reacht  the  standard  set  for  the  first 
grade  he  is  promoted  to  the  second,  and  this  method  is  followd 
thruout  his  school  life.  And  so  in  physical  education  if  we  ar  to 
mesure  the  ability  of  an  individual  we  must  hav  standards  of  mesure- 
ment  as  we  do  in  the  academic  subjects. 

A  standard  in  physical  ability  for  each  grade  would  not  be  prac- 
tical. The  boy  who  is  a  year  or  two  behind  his  grade  in  academic 
lines  might  easily  reach  and  surpass  the  standard  in  muscular  ability. 
The  boy  who  is  a  year  or  two  ahed  of  his  grade  might  find  it  impossible 
to  mesure  up  to  the  standard  set  for  children  two  or  three  years  older 
than  himself. 

Various  methods  of  grouping  children  for  physical  mesurements 
hav  been  used  in  the  last  decade.  On  playgrounds  weight  has  been  a 
basis  for  classification.  In  school  track  meets  weight,  hight,  age,  or 
grade — and  in  some  cases  a  combination  of  two,  three,  or  all  of  these 
points — has  determind  in  what  group  a  boy  or  girl  should  work. 

In  the  work  in  the  Training  School  at  Normal  during  the  past 
year  an  age  and  hight  classification  has  been  found  to  make  a  good 
working  division.  The  abilities  of  the  pupils  in  each  group  wer  more 
nearly  equal  than  they  wer  when  groupt  according  to  grades,  and 
classifications  wer  more  easily  made. 

Five  groups  wer  pland  to  include  all  children  from  the  third  thru 
the  eighth  grade.     For  convenience  in  handling,  and  to  the  delight  of 


12  The   Normal  School   Quarterly 

the  pupils,  the  groups  wer  known  as  midgets,  tall  midgets,  middle- 
hights,  small  giants,  and  giants. 

BASIS    FOR    CLASSIFICATION    IN    GROUPS 

Midgets :     Pupils  under  ten  years  of  age  and  under  4  ft.  3  in.  in  hight. 
Tall  Midgets :     Pupils  at  least  eight  and  under  twelv  years  of  age  and 

under  4  ft.  7  in.  in  hight. 
Middle-hights :    Pupils  at  least  ten  and  under  fourteen  years  of  age 

and  under  5  ft.  in  hight. 
Small  Giants :     Pupils  at  least  twelv  and  under  sixteen  years  of  age 

and  under  5  ft.  3  in.  in  hight. 
Giants :     Pupils  at  least  fourteen  years  and  5   ft.   3  in.  or  over  in 

hight. 

Both  the  age  and  the  hight  of  a  pupil  must  be  considerd  in 
placing  him  in  a  group.  The  age  qualification  is  given  precedence  over 
the  hight  qualification.  If  a  child  cannot  meet  both  the  age  and  hight 
qualifications  in  a  group  he  is  placed  in  the  group  for  which  he  is 
qualified  by  age.  If,  for  example,  a  boy  is  eleven  years  of  age  and  four 
feet  six  inches  tall  he  meets  both  qualifications  for  the  tall  midget 
group;  he  is  over  eight  and  under  twelv  and  is  four  feet  six  inches 
tall.  A  boy  eleven  years  old  and  four  feet  eight  inches  in  hight  would 
go  into  the  middle-hight  group,  for  again  he  meets  both  requirements. 
A  boy  eleven  years  of  age  and  five  feet  one  inch  in  hight  cannot  meet 
both  qualifications  for  any  group.  His  hight  places  him  in  the  small 
giant  class,  but  he  must  be  at  least  twelv  years  of  age  to  belong  to 
that  group.  The  age  decides  the  grouping  here,  and  he  is  placed  in 
the  middle-hight  class. 

A  few  more  examples  of  the  ages  and  hights  of  individuals  show 
how  the  classification  is  made. 

(a)  Josephine,  age  12,  hight  5  ft.  3  in.,  is  classified  as  a  small 
giant  because,  altho  her  hight  takes  her  out  of  the  small  giant  class, 
she  does  not  meet  the  age  requirement  for  the  giants. 

(b)  William,  age  12,  hight  4  ft.  5  in.  William  is  a  seventh- 
grade  boy,  small  for  his  age,  and  is  put  with  the  middle-hights.  His 
hight  would  admit  him  to  the  tall  midget  class,  but  he  must  be  under 
twelv  years  to  be  in  that  group,  so  he  works  with  the  middle-hights. 

(c)  John,  age  8,  hight  4  ft.  5  in.  John  is  a  third-grade  boy,  tall 
and  strong  for  his  age.  He  easily  surpast  the  majority  of  pupils  in 
the  third  grade  in  muscular  strength  and  skil.    By  the  hight  classifica- 


FIG.  1 


Physical  Education  and  Children's  Interests  13 

tion  he  is  too  tall  to  be  a  midget,  so  he  falls  into  the  tall  midget  class 
and  finds  there  that  the  majority  in  the  group  possess  a  skil  and  strength 
equal  to  his  own. 

In  classifying  pupils  into  groups,  it  is  not  necessary  to  find  the 
exact  hight  of  each  pupil.  Much  time  can  be  saved  by  the  use  of  the 
following  plan: 

Select  some  smooth  surface  perpendicular  to  the  ground  or  the 
floor,  against  which  the  pupil  can  stand  to  hav  his  hight  mesured. 
Be  sure  that  there  is  no  obstruction  at  the  base;  the  heels  must  be 
brought  close  against  the  perpendicular.  A  door  frame  or  an  upright 
post  makes  a  good  mesuring  pole.  Next,  mesure  the  pole  from  the 
ground  up  to  the  hights  set  for  classification.  Draw  hevy  chalk  lines 
at  4  ftt.  3  in.,  4  ft.  7  in.,  5  ft.,  and  5  ft.  3  in.  A  painted  line  or  a  piece 
of  tape  pasted  on  the  line  wil  make  a  more  permanent  mesurement. 
You  are  now  redy  to  classify  your  pupils.  Hav  them  form  in  line 
before  the  pole.  The  first  pupil  stands  erect  with  his  heels  against 
the  base  of  the  pole.  (See  Fig.  1.)  At  a  glance  you  can  see  if  he  is 
below  4  ft.  3  in.,  between  4  ft.  3  in.  and  4  ft.  7  in.,  between  4  ft.  7  in., 
and  5  ft.,  between  5  ft.  and  5  ft.  3  in.,  or  if  he  is  over  5  ft.  3  in.  A 
question  ascertains  his  age,  and  the  classification  is  complete. 

Several  hundred  children  can  be  mesured  in  this  way  in  half 
an  hour.  In  classifying  a  large  number  it  would  save  time  to  hav 
five  recorders  (one  for  each  hight  group)  and  send  each  pupil  to  the 
proper  recorder  as  soon  as  his  classification  has  been  made.  The  four 
upper  grades  wil  be  able  to  make  this  classification  without  the  help 
of  the  teacher,  if  it  is  explained  to  them.  Even  if  the  teacher  helps 
in  the  work  an  explanation  of  what  is  being  done  wil  add  interest 
for  the  pupils.    The  older  pupils  might  help  in  the  lower  grades. 

In  addition  to  the  division  into  the  five  groups  named  it  is  wel 
to  divide  the  girls  and  boys.  In  the  higher  grades  especially  the 
standards  for  the  sexes  must  be  different.  This  wil  make  in  each 
school  or  town  ten  groups :  Midgets,  tall  midgets,  middle-hights,  small 
giants,  and  giants  for  the  girls,  and  similar  groups  for  the  boys. 

SELECTION   OF  CAPTAINS 

After  the  group  organization  is  completed  the  first  step  should 
be  to  present  the  problem  of  game  tournaments  to  the  children.  They 
should  know  that  a  series  of  tournaments  may  be  arranged  after  they 
hav  lernd  to  play  the  games  taught  during  the  physical  education 
period;  that  grade  teams  may  be  formd  which  wil  later  play  teams 
from  other  grades ;  that  each  grade  is  working  to  improv  its  record  in 
sportsmanship,  helth  habits,  posture,   skil   in  athletic  events,   games, 


14  The   Normal  School   Quarterly 

weight,  lung  capacity,  gymnastics,  and  dancing;  also  thait  the  record 
of  improvement  of  each  individual  in  the  grade  means  the  winning 
of  additional  points  for  his  grade. 

With  this  problem  before  the  pupils  the  time  has  arrived  for  a 
discussion  of  the  qualities  necessary  for  good  leaders.  The  majtter 
should  be  talkt  over  informally  with  the  children,  and  then  the  ques- 
tion of  captains  put  to  a  vote.  It  would  seem  that  the  qualities  of 
leadership,  fairness,  skil,  scholarship,  as  wel  as  the  passing  of  the  first 
two  parts  of  the  posture  test  should  be  emfasized  before  the  chil- 
dren vote. 

The  minimum  number  on  a  team  should  be  eight  and  the  maxi- 
mum fifteen.  In  the  four  upper  grades  it  is  deemd  best  to  separate 
the  boys  and  girls  for  their  play,  since,  probably,  the  sexes  need  a 
different  method  of  instruction  at  this  period  of  development. 

The  selection  of  captains  is  followd  by  a  choice  of  teams;  the 
children  should  choose  as  in  an  ordinary  game,  altho  the  teacher  must 
watch  and  see  that  the  choice  is  guided  with  a  view  to  ability  and  skil 
rather  than  to  personal  friendship. 

FORMULATION   OF   A   SPORTSMANSHIP   CODE 

The  qualities  of  good  citizenship  may  be  developt  on  the  play- 
ground if  the  necessary  stimulus  and  training  ar  given.  An  under- 
standing and  knowledge  of  the  meaning  of  sportsmanship  and  fair 
play  wil  grow  and  expand  if  a  sportsmanship  code  is  developt  by  the 
children.  Naturally,  different  methods  must  be  pursued  in  the  vari- 
ous grades. 

In  the  third  and  fourth  grades  the  qualities  that  make  for  good 
sportsmanship  should  be  discust,  and  finally  a  simple  code  for  each 
grade  evolved.  The  simple  rudiments  of  sportsmanship  ar  all  that 
children  of  these  grades  can  understand.  It  is  probably  best  to  hav 
a  code  for  each  grade.  The  code  for  the  third  grade  of  the  Elemen- 
tary Training  School  at  Normal  is : 

1.  Play  fair. 

2.  Be  patient. 

3.  Do  your  best. 

4.  Keep  on  your  side. 

5.  Be  plesant. 

In  the  upper  grades  discussion  should  be  conducted  in  each  grade, 
and  a  representativ  selected  from  each  grade  to  form  a  committee 
whose  duty  it  should  be  to  formulate  a  code  for  the  four  upper  grades. 
This  committee  should  meet  the  teacher  who  is  responsible  for  the 


Physical  Education  and  Children's  Interests  15 

physical  education  of  the  school.  The  following  code  was  formulated 
by  the  pupil  committee  in  1919-20  in  the  Elementary  Training  School 
at  Normal : 

1.  Play  as  hard  as  you  can. 

2.  Play  fair. 

3.  Be  courteous. 

4.  Keep  line.    (Line  from  room  to  play-ground  which  is  in 
charge  of  a  captain.) 

5.  Obey  your  captain. 

The  children  should  discuss  sportsmanship  each  year,  and  con- 
sider the  possibility  of  change  or  revision  of  the  code. 

The  grading  of  sportsmanship  is  a  difficult  problem  which  the 
authors  feel  is  stil  in  a  decidedly  experimental  stage.  Each  child  has 
the  opportunity  of  making  a  possible  "10"  for  the  month,  if  he  makes 
an  effort  to  liv  up  to  the  code,  or  of  making  a  zero  if  he  breaks  all 
points  of  the  code  or  does  not  make  an  effort  to  liv  up  to  it.  The 
instructor  should  hav  a  sportsmanship  card  wTith  the  names  of  the 
pupils.  It  should  hav  two  columns,  A  and  B,  for  each  month.  In 
column  A  should  be  written  the  numbers  which  designate  the  rules 
he  has  made  an  effort  to  obey ;  in  B  should  be  written  those  which  des- 
ignate the  rules  that  he  has  not  obeyd. 

It  is  a  good  plan  to  hav  the  captains  keep  a  sportsmanship  card, 
altho  it  does  not  seem  wise  to  trust  implicitly  to  these  records. 

STIMULATION   OF   HYGIENE    HABITS 

Interest  in  the  teaching  of  hygiene  is  widespred  and  we  ar  fast 
lerning  that  the  basis  for  a  hygienic  life  is  laid  thru  the  inculcation 
of  helth  habits.  Habits  ar  formd  by  constant  practice,  and  it  is  im- 
portant that  children  receiv  a  stimulus  which  wil  interest  them  in  the 
daily  performance  of  simple  helth  duties.  It  matters  little  to  a  young- 
ster when  he  is  told  that  he  wil  be  helthy  if  he  drinks  milk,  or  if  he 
brushes  his  teeth;  but  giv  him  insted  some  tangibl  end,  such  as  being 
helth  inspeqtor  of  his  row;  or  arrange  a  system  of  competition  be- 
tween squads  or  rooms  whereby  a  good  record  wil  gain  points  for 
squad  or  room;  and  he  wil  immediately  manifest  interest  and  enthu- 
siasm which  shows  itself  in  practice. 

The  following  list  of  helth-habits  was  used  in  the  Thomas  Met- 
calf  School  at  Normal : 

1.  Keeping  hands,  face,  ears,  nails,  and  handkerchief  clean. 

2.  Drinking  8  glasses  of  waiter  daily. 

3.  Brushing  teeth  before  going  to  bed  and  before  school  in  the 
morning. 


16 


The  Normal  School   Quarterly 


4.  Keeping  out  of  one's  mouth  all  objects  that  do  not  belong  there. 

5.  Keeping  a  clean,  neat  appearance,  (This  means  neatly  combd 
hair,  orderly  necktie,  ribbon,  blouse,  dress;  clean  shoes  and 
neat  laces.) 

6.  Not  wearing  hevy  sweters  and  coats  in  school  when  tempera- 
ture is  68  degrees  or  over. 

7.  Drinking  milk  but  no  tea  or  coffee. 

8.  Sleeping  eight  hours  with  open  windows. 

9.  Playing  at  least  one  game  for  fifteen  minutes  out  of  doors  at 
recess  or  noon. 

10.     Taking  a  full  bath  once  a  week  or  oftener. 

These  helth  duties  should  be  written  on  the  board  and  then  dis- 
cust  with  the  children.  After  they  hav  a  thoro  understanding  of  each 
duty,  a  helth  inspector  may  be  selected  for  each  row  and  given  a  card 
similar  to  that  used  for  illustration  below.  The  inspector  then  goes 
to  Frank,  the  first  one  in  the  row,  and  inspects  him  for  rule  1  and 
finds  that  Frank  has  observed  that  rule;  the  same  is  true  of  2,  but  3 
has  been  broken;  so  the  figure  3  is  put  in  the  Monday  column  beside 
Frank's  name.  The  inspector  continues  with  each  rule,  and  finds  that 
Frank  has  observd  all  but  number  3.  The  inspector  then  passes  on 
to  Wilbur  who  has  observd  all  but  rule  5.  The  figure  5  is  then  put 
in  the  column  for  Monday  beside  Wilbur's  name.  The  same  process 
is  continued  daily  for  the  entire  month,  and  the  individual  record  made 
at  the  end  of  the  month  for  each  pupil  is  determind  by  the  formula 

(100  —  No.  of  breakings  or  rules)   X  .1  =  hygiene  grade. 

For  example :    If  Frank  has  broken  the  rules  fifteen  times  during 
the  month  his  grade  would  be  figured,  (100  —  15)  X  .1  =  8.5. 
RECORD  OF  HELTH  INSPECTOR 


NAME 

Mon. 

Tues. 

Wed. 

Thurs. 

Fri. 

Mon. 

Tues. 

Wed. 

Thurs. 

Fri. 

Frank 

3 

1,2,3 

1,2 

1,2,3 

- 

Wilbur 

5 

2 

5 

1,2,5 

Other  methods  of  organizing  the  inspection  may  suggest  them- 
selvs  to  the  teacher  who  desires  to  work  out  a  helth  program  in  her 
own  room.  ORGANIZATION  OF  GAMES 

In  our  anxiety  to  keep  alive  traditional  games,  we  hav  been  giving 
a  welth  of  material  to  the  children  of  the  public  schools.     Not  much 


Physical  Education  and  Children's  Interests  17 

consideration  has  been  givn  the  number  of  those  games  which  ar  re- 
peated by  the  child  in  the  out-of -school  hours.  The  aim  in  teaching 
games  should  be  not  to  teach  a  great  number  of  games,  but  to  teach 
a  few  wel-chosen  games  so  thoroly  that  the  children  can  and  wi?  play 
them  when  not  supervised. 

The  latter  aim  means  that  a  game  wil  be  repeated  often.  With 
that  repetition,  there  must  be  a  means  of  arousing  and  holding  interest. 
Competition  between  grades  presents  itself  as  a  possibl  means  of  satis- 
fying the  fighting  instinct  and  furnishing  opportunity  to  arouse  interest 
in  skil.  The  pupil  has  in  addition  to  his  desire  for  self-improvement, 
the  incentiv  to  work  for  his  grade,  and  to  win  the  approval  of  his 
classmates. 

In  the  third  and  fourth  grades  one  or  two  games  a  month  wil  be 
sufficient,  and  in  the  four  upper  grades  interest  can  be  centerd  on 
one  game  each  season.     (See  page  24.) 

Early  in  the  month  the  new  games  should  be  taught  Rules 
should  be  lernd  and  elements  of  skil  emfasized.  To  the  third  grade, 
for  instance,  in  such  a  game  as  a  relay  race,  emfasis  can  be  placed  on 
the  promptness  in  starting  after  the  signal  is  givn,  on  the  time  saved 
if  each  pupil  is  careful  to  move  up  to  the  starting  line  while  waiting 
for  his  turn,  and  on  the  importance  of  avoiding  fouls.  A  date  should 
then  be  set  for  a  match  game  with  the  fourth  grade,  and  the  captains 
askt  to  see  that  their  groups  play  the  game  during  their  free  play 
periods.  If  the  same  game  is  used  for  a  month,  the  match  games  be- 
tween the  grades  should  be  at  least  a  week  apart.  The  teacher  might 
then  observ  the  group  early  each  week. 

Let  some  pupil  in  the  group  act  as  starter  and  another  as  a  judge. 
Let  them  giv  decisions  and  then  make  criticisms  as  to  how  the  group 
as  a  whole  can  improv  in  skil,  how  certain  individuals  can  improv, 
and  how  the  work  of  the  officials  can  be  improvd. 

In  the  upper  grades,  the  elements  upon  which  skil  depends  ar 
more  numerous.  For  example,  in  batball  several  lessons  can  be  spent 
on  each  of  the  following: 

(1)  Batting: 

(a)  Proper  use  of  arm  in  batting  to  insure  greatest  amount 
of  force. 

(b)  Ability  to  place  the  ball. 

(c)  Ability  to  select  weak  spots  in  opponents'  field  for 
proper  placing. 

(2)  Running: 

(a)     Running  on  that  side  of  the  field  farthest  from  batted 
ball. 


18  The  Normal  School   Quarterly 

(b)  Iteming  to  run  at  full  speed  while  ball  is  at  a  dis- 
tance from  the  runner. 

(c)  Lerning  to  go  slow  when  ball  is  near  the  runner. 

(d)  Ability  to  dodge. 
(3)     Work  by  team  in  the  field: 

(a)  Catching  fly-balls. 

(b)  Skilful  passing  of  ball. 

(c)  Skilful  throwing  at  runner. 

(d)  Proper  placing  of  team  in  the  field. 

(e)  Lerning  to  keep  runner  covered;  i.  e.,  always  hav 
some  one  between  runner  and  outside  of  field  to  stop 
any  balls  thrown  at  runner  which  miss  him. 

Such  analysis  of  a  game  givs  something  new  for  each  lesson. 
One  part  should  be  maaterd  by  the  class  before  another  is  taught.  All 
games  can  be  divided  into  similar  elements  of  skil,  one  of  which  should 
be  the  definit  aim  in  each  lesson  to  hold  the  interest  of  the  children. 
The  captains  who  hav  been  selected  in  each  grade  should  see  that  the 
game  is  played  during  the  unsupervised  play  hours. 

Definit  dates  should  be  set  each  month  for  the  match  games  be- 
tween grades.  In  the  third  and  fourth  grades,  as  stated  before,  one 
match  a  week  is  a  good  plan.  In  the  four  upper  grades  the  matches 
can  come  nearer  the  end  of  the  month  since  the  older  pupils  wil  hold  a 
sustaind  interest  thru  a  longer  period  of  practis. 

For  the  monthly  physical  education  competition  between  grades 
(explaind  later)  the  authors  hav  pland  three  contests  in  games  between 
grades  each  month.  The  grade  winning  two  of  those  three  matches 
is  declared  the  winner  for  the  month.  These  matches  ar  held,  third 
vs.  fourth  grade ;  fifth  vs.  sixth  grade ;  seventh  vs.  eighth  grade. 

In  each  of  these  the  lower  grade  should  be  givn  a  handicap.  In 
relay  races,  for  example,  the  third  grade  should  hav  a  foot  and  a 
half  less  to  run  than  the  fourth  grade;  in  dodgeball,  the  fifth  grade 
should  be  givn  an  extra  30  seconds  in  a  4-minute  inning;  in  batball 
the  seventh  grade  should  hav  seven  insted  of  six  "outs"  in  two  innings ; 
in  volleyball  and  in  Newcomb  the  lower  grade  should  hav  a  smaller 
field  to  protect ;  in  captainball  the  seventh  grade  may  hav  larger  circles 
in  which  to  place  its  players. 

The  method  of  scoring  for  the  montly  competition  is  explaind 
under  "Method  of  Scoring  Grade  for  Competition."     (See  page  34.) 

USE  OF  STANDARDS 

Since  the  pupils  ar  to  be  graded  on  ability  to  throw,  to  run,  and 
to  jump,  (the  standards  for  those  events  should  be  stated  in  terms  which 
they  can  comprehend. 


Physical  Education  and  Children's  Interests  19 

Those  standards  ar  stated  in  the  charts  on  pages  20-21.  In  grading 
a  pupil  decide  first  to  what  group  he  belongs.  Then  compare  his  record 
with  the  standards  for  that  group.  The  lowest  standard  in  each  case 
is  graded  7;  this  includes  not  only  reaching  the  lowest  standard,  but 
also  any  record  between  it  and  the  second. 

The  standards  for  the  girl  midgets  for  the  broad  jump  ar  4  feet, 
5  feet,  6  feet,  and  7  feet.  Any  girl  in  this  class  who  jumps  4  feet 
or  anywhere  between  4  feet  and  5  feet  should  be  graded  7.  Any 
girl  who  jumps  5  feet  or  between  5  feet  and  6  feet  should  be  graded 
8 ;  etc. 

We  find  on  record  that  Elizabeth,  a  midget,  jumpt  4%  feet.  She  is 
graded  7.  Alice  has  a  record  for  Sy2  feet  and  is  graded  8.  Edna  jumpt 
6%  feet  and  is  graded  9.  Hortense  jumpt  7  feet  2  inches  and  is 
graded  10. 

Those  records  that  ar  lower  than  the  lowest  standard  ar  graded 
proportionately.  A  girl  jumping  3  feet  7  inches  should  be  graded  6; 
one  jumping  2  or  3  feet  should  be  graded  4  or  5. 

The  tests  should  require  an  increase  in  strength  and  skil  each 
month.  A  midget  who  threw  the  ball  8  feet  in  March  and  who,  in 
May,  was  stil  throwing  8  feet,  should  not  be  graded  on  the  same  basis 
both  months. 

The  standards  given  are  those  to  be  used  the* first  month  of  school. 
To  provide  for  progression,  the  following  increase  should  be  made 
eachmonth:      Jump    }  ;nch 

Throw   3  inches 

Dash    6  inches 

To  facilitate  reference  to  the  Standard  charts  in  grading  tests,  the 
following  suggestion  wil  prove  valuable.  Insted  of  mesuring  each 
throw  or  jump  as  actually  made  allowance  should  be  made  for  the 
increase  in  the  standard.  If  the  take-off  lines  used  in  September  for 
the  jump  and  the  throw  are  permanent  lines,  place  the  new  take-off 
line  the  required  distance  back  of  it,  but  make  all  mesurements  from 
the  September  line. 

This  would  mean  that  for  the  throw  in  October  the  take-off  line 
would  be  3  inches  back  of  the  September  line,  but  the  distance  would  be 
mesured  from  the  latter  mark.  The  midget  who  threw  8  feet  in 
September  and  8  feet  in  October  would  have  in  October  a  mesurement 
of  7  feet  3  inches.  In  November  the  take-off  would  be  6  inches  back 
of  the  September  line,  in  December  9  inches,  etc. 

In  the  jump,  as  stated  above,  the  take-off  line  is  moved  back  one 
inch  each  month,  and  in  the  dash,  the  starting  line  is  moved  back 
6  inches. 


20 


The  Normal  School   Quarterly 


STANDARDS    FOR    BOYS 

Midgets 


Grade 

7 

8 

9 

10 

Jump 

4  ft. 

5  ft. 

6  ft. 

7  ft. 

Dash  (30  yd). 

10  sec. 

9  sec. 

8  sec. 

Throw 

8  ft. 

12  ft. 

133^  ft. 

15  ft. 

Tall  Midgets 

Grade 

7 

8 

9 

10 

Jump 

5  ft. 

6  ft. 

7  ft. 

8  ft. 

Dash  (35  yd.) 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

9  ft. 

13  ft. 

15  ft. 

17  ft. 

Middle-hights 

Grade 

7 

8 

9 

10 

Jump 

7  ft. 

9  ft. 

10  ft. 

11  ft. 

Dash  (40  yd.)-- 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

16  ft. 

18  ft. 

19  ft. 

21ft. 

Small  Giants 

Grade 

7 

8 

9 

10 

Hop-step-iump 

18  ft. 

21ft. 

22  ft. 

23  ft. 

Dash  (45  yd.) 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

26  ft. 

35  ft. 

38  ft. 

41  ft. 

Giants 

Grade..._ 

7 

8 

9 

10 

Hop-step-jump 

20  ft. 

23  ft. 

24  ft. 

25  ft. 

Dash  (50  yd.)- 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

30  ft. 

39  ft. 

41K  ft. 

44  ft. 

Physical  Education  and  Children's  Interests 


21 


STANDARDS    FOR   GIRLS 

Midgets 


Grade 

7 

8 

9 

10 

Tump 

4  ft. 

5  ft. 

6  ft. 

7  ft. 

Dash  (30  yd.)- --- 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

7  ft. 

\0lA  ft. 

1134  ft. 

12  ft. 

Tall  Midgets 

Grade 

7 

8 

9 

10 

Jump 

5  ft. 

6  ft. 

7  ft. 

8  ft. 

Dash  (35  yd.) 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

8  ft. 

11  ft. 

123^  ft. 

14  ft. 

Middle-hights 

Grade 

7 

8 

9 

10 

Tump 

7  ft. 

9  ft. 

10  ft. 

11  ft. 

Dash  (40  yd.)- 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

10  ft. 

12  ft. 

14  ft. 

17  ft. 

Small  Giants 

Grade 

7 

8 

9 

10 

Hop-step-jump 

16  ft. 

19  ft. 

203^  ft. 

22  ft. 

Dash  (45  yd.)._ 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

20  ft. 

27  ft. 

29  ft. 

31  ft. 

Giants 

Grade 

7 

8 

9 

10 

Hop-step-jump 

17  ft. 

20  ft. 

i\y2  ft. 

23  ft. 

Dash  (50  yd.) 

10  sec. 

9  sec. 

8  sec. 

7  sec. 

Throw 

24  ft. 

29  ft. 

31  ft. 

33  ft. 

22  The   Normal  School   Quarterly 

ORGANIZATION  OF  ATHLETIC  EVENTS 

The  athletic  events  include,  as  explaind  under  "Use  of  Stand- 
ards," a  running,  a  throwing,  and  a  jumping  event.  Each  pupil  is  to 
be  tested  in  each  of  these  every  month.  If  the  tests  ar  all  given  at  the 
end  of  every  four  weeks,  it  is  not  likely  that  the  pupil  wil  practis 
the  three  events  during  that  time.  The  stimulus  necessary  would 
require  a  large  amount  of  enthusiasm  from  the  teacher.  If,  for 
example,  the  test  for  the  throw  is  given  the  second  week  in  the  month, 
and  the  pupil  knows  the  preceding  week  that  the  test  wil  be  given  the 
following  Tuesday,  he  wil  spend  some  time  in  preparing  for  it.  If  the 
jump  test  is  given  early  in  the  third  week,  and  the  dash  in  the  fourth, 
practis  in  each  of  these  wil  be  stimulated  for  the  week  preceding  the 
test.  This  plan  is  followd  in  the  suggested  program  for  a  month  on 
pages  23  and  24.  It  wil  result  in  better  records  and  in  a  greater 
amount  of  activity  during  the  out-of-school  play  hours. 

In  taking  the  records  the  following  plan  wil  save  time : 

A.  THE  dash 
Arrange  the  children  according  to  their  group  divisions,  midgets, 
middle-hights,  etc.  Mark  the  starting  line  and  finish  lines  for  each 
group.  One  person  can  easily  start  the  runners  and  time  them.  The 
timer  stands  on  ithe  finish  line  with  the  stop-watch.  The  runners 
ar  in  file  formation  back  of  the  starting  line.  The  timer  brings  her 
right  hand  high  above  her  hed  as  a  signal  for  the  runner  to  prepare,  or 
"get  set."  A  forceful  bringing  down  of  the  arm  and  hand  is  the  start- 
ing signal,  and  with  it  the  timer  starts  the  stop-watch.  The  watch  is 
stopt  just  as  the  runner  crosses  the  finish  line.  As  soon  as  the  time  has 
been  recorded,  the  starter  raises  her  hand  to  start  the  second  runner, 
who  has  moved  up  to  the  starting  line.  Sixty  to  seventy  children  can 
be  tested  in  a  fifteen-minute  period  by  this  method.  If  there  is  no 
stop-watch  in  the  school,  a  watch  with  a  second  hand  may  be  used. 
The  stop-watch  may  be  purchast  for  about  ten  dollars  from  any  of  the 
companies  handling  athletic  equipment. 

B.      THE  THROW 

The  pupils  to  be  tested  ar  lined  in  file  formation  as  in  the  dash. 
Such  a  line  need  not  be  composed  of  any  one  group,  but  may  include 
all  those  in  one  grade  or  in  several  grades.  Each  pupil  is  given  two 
trials,  and  the  better  of  the  two  is  recorded  for  the  month.  Thus,  if 
John  throws  the  ball  12  ft.,  then  16  ft.,  the  second  throw,  16  ft.,  is  his 
record  for  the  month.     It  is  best  to  giv  the  two  throws  in  succession. 

In  mesuring  the  throws,  much  time  may  be  saved  by  having  lines 
markt  on  the  ground.    The  first  line  should  be  about  the  distance  that 


Physical  Education  and  Children's  Interests 


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Physical  Education  and  Children's  Interests 


25 


the  weakest  throw  wil  reach,  and  the  others  should  be  placed  at  in- 
tervals of  two  feet  until  the  last  one  wil  reach  approximately  the 
distance  of  the  best  throw.  Each  line  should  be  plainly  markt  and  the 
distance  from  the  throwing  line  plainly  markt  on  it.  If  indoors,  the 
lines  can  be  made  with  chalk  and  the  distance  markt  beside  them.  If 
out-of-doors  slaked  lime  and  water  make  a  good  marking,  and  the 
distance  can  be  markt  on  small  stakes  set  in  beside  the  lines. 

When  the  first  pupil  comes  up  for  his  test  the  distance  of  the  first 
throw  should  be  markt,  but  not  mesured.  A  small  stake  placed  in  the 
ground  or  a  mark  on  the  floor  can  be  used.  If  the  second  attempt  is 
better  the  stake  (or  mark)  is  moved  to  record  that.  If  less,  the  stake 
remains  where  it  is.  The  distance  then  can  be  quickly  mesured  with  a 
foot  rule  from  the  nearest  line.  Remember  that  it  is  always  the  best 
throw  which  is  recorded  and  that  time  is  saved  if  only  the  best  is 
mesured. 

The  field  when  redy  for  the  throw  should  look  like  the  following 
diagram : 


10-ft.     12-ft.     14-ft.     16-ft.     18-ft.     20-ft.     22-ft.     24-ft.,  etc. 


Throwing 
line 

In  the  work  with  the  grades,  the  double  overhed  throw  is  used  for 
the  midgets,  the  tall  midgets,  and  the  middlehights ;  the  shot-put,  for 
the  other  two  groups. 

In  making  the  standards  given  in  this  bulletin  a  two-pound 
medicine  ball  was  used  for  all  throws.  If  the  school  lacks  such  a  ball 
one  can  be  easily  made  by  filling  a  volley-ball  cover  with  cotton  and 
rags  until  it  has  the  required  weight. 

C.      THE   JUMP 

The  field  is  markt  as  for  the  throw,  marking  the  distance  from  the 
take-off  board.     Each  pupil  is  given  two  trials,  and  only  the  best  is 


26  The  Normal  School   Quarterly 

mesured  and  recorded.  The  midgets,  the  tall  midgets,  and  the  middle- 
hights  use  the  running  broad  jump.  The  small  giants,  and  the  giants 
use  the  running  hop-step- jump. 

If  the  field  and  equipments  ar  limited,  each  grade  should  be 
assignd  certain  recess  periods  when  it  may  practis  for  the  coming 
test. 

The  older  pupils  can  take  and  record  these  mesurements,  and  after 
a  little  help  wil  do  it  as  accurately  as  the  teacher. 

Descriptions  of  the  events  with  rules  for  running  them  wil  be 
found  under  "Description  of  Games,"  page  38,  and  "Description  of 
Athletic  Events,"  page  41. 

D.      STUNTS 

A  stunt,  according  to  Pearl  and  Brown's  Health  by  Stunts,  is  an 
activity  which  can  be  done  or  cannot  be  done.  It  would  include  such 
activities  as  the  forward  roll,  or  somersault,  or  "skin  the  cat."  There 
wil  be  no  gradings  in  stunts  other  than  0  or  10  if  only  one  stunt  is 
required  each  month.  (If  two  stunts  ar  required,  0,  5,  or  10  would  be 
possible.) 

At  least  two  stunts  should  be  required  for  each  month.  These 
should  be  given  to  the  grade,  not  to  the  group  divisions,  and  should  be 
made  increasingly  difficult  from  year  to  year.  The  stunts  for  any  one 
month  should  differ  in  type. 

The  stunts  should  be  explaind  and  demonstrated  early  in  the 
month.  The  Detroit  plan  of  teaching  them  to  the  room  captains  might 
be  followd.  (See  Health  by  Stunts.)  The  captains  would  then  be 
responsible  for  teaching  them  to  the  room. 

A  certain  time  should  be  set  aside  each  week  to  ask  about  the 
stunts  and  to  test  those  pupils  who  say  they  can  do  them.  As  in  the 
athletic  events  some  stimulus  each  week  is  needed  to  carry  the  interest 
over  for  the  month.  The  captains  would  aid  here  in  giving  the  tests, 
and  handing  in  the  names  of  those  who  could  do  them. 


FIG.  2-A 


FIG.  2-B 


Physical  Education  and  Children's  Interests  27 

ORGANIZATION  OF  GYMNASTICS 

Gymnastics  has  a  distinct  place  in  physical  education  in  that  it 
trains  the  subjectiv  motor  control  and  develops  the  muscles  which 
ordinarily  secure  little  work  in  daily  life.  For  this  reason  it  should 
be  given  a  definit  place  in  the  physical  education  program ;  but  one 
should  always  keep  in  mind  the  thought  of  the  purpose  and  the  aim  of 
this  phase  of  the  work  remembering  that  gymnastics  can  not  furnish 
the  same  reaction  or  in  any  mesure  supplant  other  phases  of  physical 
education. 

AIMS  AND  VALUES  TO  BE  APPRECIATED  BY  PUPILS 

It  is  necessary  in  this  phase  of  the  work  as  in  every  other  to 
secure  the  intelligent  interest  of  the  children  before  we  can  go  far  in 
gymnastic  work.  The  pupils  should  be  given  an  idea  of  the  ends  and 
aims  for  which  they  ar  working;  for  instance,  in  giving  an  order  ex- 
ercize the  instructor  should  point  out  the  value  and  need  for  good 
posture,  or,  if  a  shoulder  blade  exercize,  the  need  and  value  of  stretch- 
ing muscles  in  the  front  of  chest  and  contracting  the  upper  back 
muscles. 

It  is  surprising  to  witness  the  actual  teaching  power  of  the  children 
in  the  four  upper  grades.  Splendid  results  may  be  secured  by  teach- 
ing a  lesson  to  the  squad  leaders  and  then  later  hav  them  teach  it 
to  their  own  squads  under  the  supervision  of  the  teacher.  It  wil  then 
be  "up  to"  the  leader  to  perfect  the  work  of  his  own  squad.  His  work 
may  be  checkt  up  at  the  end  of  the  month  by  giving  a  test. 

A  discussion  of  the  qualities  for  which  the  children  ar  working 
and  for  which  they  wil  be  tested  should  be  held  quite  frequently  during 
the  month,  in  order  that  a  sustaind  interest  may  be  secured  from  the 
children.  The  authors  hav  considerd  good  posture  while  performing 
an  exercize,  good  form  of  the  movement,  and  quick  and  forceful  re- 
sponse to  command — the  essential  elements  of  the  gymnastic  work. 

TESTS,  GRADING,  AND  "MEETS" 

A  test  may  be  conducted  in  about  ten  minutes.  Hav  the  class 
arranged  as  for  a  regular  lesson;  take  the  seating  plan  of  the  room, 
giv  an  exercize,  repeating  it  several  times  and  at  the  same  time  focus 
attention  on  one  row ;  at  the  end  of  the  exercize  giv  "In  place — rest !" 
and  mark  the  individuals  in  each  row.  Continue  this  process  until 
the  lesson  is  finisht  and  every  child  has  been  graded.  The  following 
system  of  grading  may  be  used.     The  grading  is  on  a  scale  of   10. 

1.  Good  posture  at  the  beginning  of  an  exercize,  during  the 
exercize  when  physically  possible,  and  at  the  end  of  the  exercize  should 
receiv  4  points. 

2.  Good  form  of  the  movement  should  receiv  3  points. 


28  The   Normal  School   Quarterly 

3.  Quick  and  forceful  response  to  command  should  receiv  3 
points. 

Interest  in  gymnastics  may  be  increast  if  competitions  between 
rooms  ar  arranged.  Select  about  ten  of  the  children  having  the  highest 
records  in  gymnastics  from  each  room  that  is  to  compete.  Arrange 
a  time  for  the  meet,  place  the  groups  on  the  floor  and  grade  them  in 
the  fashion  which  has  alredy  been  described.  The  room  receiving 
the  highest  record  wins  the  contest. 

ORGANIZATION  OF  DANCING 

Dancing  has  come  to  hav  a  place  in  physical  education  work  be- 
cause of  its  manifold  values.  The  hygienic  value  derived  from  this 
work  can  hardly  be  surpast  by  any  other  phase  of  physical  education, 
while  the  development  of  the  subjectiv  motor  control  as  wel  as  the 
opportunity  for  growth  of  the  dramatic  sense  is  very  great.  The  work 
is  more  popular  with  girls  than  with  boys  at  the  beginning,  but  a 
careful  selection  of  their  dances  wil  soon  prove  that  boys  become 
interested  in  this  type  of  work.  They  ar  fond  of  character  dances, 
such  as  the  sailor's  hornpipe,  Indian  dances,  and  the  simple  Scandi- 
navian dances. 

The  work  should  be  graded,  as  ar  the  other  phases  of  physical 
education,  on  a  scale  of  10. 

1.  Intelligent  interpretation  and  spirit  in  performing  a  dance 
should  receiv  4  points. 

2.  Perfect  memory  of  figures  should  receiv  3  points. 

3.  Excellent  skil  in  execution  of  dance  should  receiv  3  points. 

STIMULATION  OF  POSTURE  HABITS 

The  fact  that  correct  posture  is  so  closely  allied  with  good  helth 
has  come  to  mean  that  posture-training  has  a  place  in  every  physical 
education  program.  Erect  posture  is  not  an  instinctiv  quality  of  human 
kind,  but  it  is  a  sense  which  must  be  traind  and  developt  until  it  be- 
comes a  habit.  The  methods  used  should  be  similar  to  those  described 
under  "Helth  Inspection."  Means  must  be  found  to  motivate  and 
stimulate  an  interest  in  correct  posture.  Miss  Bancroft's  book,  The 
Posture  of  School  Children,  is  rich  in  suggestions,  perhaps  the  most 
valuable  being  the  triple  test  for  posture.  This  has  been  used  for  a 
number  of  years  in  the  Training  School  at  Normal,  and  has  been 
found  invaluable. 


Physical  Education  and  Children's  Interests  29 

THE   TRIPLE   TEST 

A  careful  study  of  the  posture  of  school  children  should  enabl  the 
reader  to  giv  the  "triple  test"  accurately;  but  in  order  that  the  minds 
of  those  who  alredy  hav  some  slight  knowledge  of  the  subject  may 
be  refresht  the  following  brief  sketch  is  given.  The  entire  body  is 
viewd  from  the  side  with  the  thought  in  mind  that  the  four  large 
segments  (hed,  neck,  trunk,  and  legs),  when  the  body  is  held  cor- 
rectly, wil  form  a  perpendicular  line  corresponding  to  a  plumb  line  dropt 
past  the  ear,  shoulder,  hip,  and  ankle.  This  principle  must  be  kept  in 
mind  thruout  the  test  as  it  is  the  working  basis  of  each  part  of  the  test. 
The  triple  test  is  composed  of  three  distinct  parts :  first,  the  standing 
test  in  which  the  pupil  is  tested  for  posture  in  a  stationary  position; 
second,  the  marching  test  for  endurance  of  the  muscles  responsibl  for 
good  posture;  and  third,  the  exercize  test  for  stil  greater  endurance 
of  these  muscles. 

During  the  first  test  the  pupils  stand  by  their  seats  (if  in  a  school 
room),  or  in  a  line  at  the  side  of  the  play  room,  while  the  teacher 
carefully  views  each  pupil,  keeping  in  mind  the  principle  of  the  plumb 
line.  The  eye  may  be  assisted  by  the  use  of  a  long  stick  which  one 
can  actually  stand  at  the  side  of  the  pupil,  then  step  back  at  arm's 
length  comparing  in  this  way  the  line  made  by  the  segments  of  the 
body  with  the  corresponding  line  or  stick.  Should  a  child  fail  to  pass 
this  first  test,  he  is  askt  to  sit  and  his  failure  is  recorded. 

The  second,  or  marching,  test  is  based  on  the  theory  that  when 
muscles  ar  held  in  an  unaccustomed  position  they  tend,  when  fatigued 
to  return  to  a  more  accustomed  or  familiar  posture.  Thus,  if  a  child 
is  unaccustomd  to  the  correct  standing  position  he  may  hold  it  for  a 
few  seconds  as  in  the  first  test,  but  if  his  muscles  ar  fatigued  he 
wil  slump  back  to  the  accustomd  incorrect  standing  position.  In  order 
to  accomplish  this  the  children  ar  marcht  about  the  room  for  four  or 
five  minutes,  while  effort  is  made  to  distract  their  attention  from  their 
posture  by  unexpected  halts  and  facings.  As  soon  as  a  faulty  position 
is  noted  the  child  should  be  askt  to  step  out  and  his  failure  to  pass  the 
test  be  recorded. 

The  third  test  is  a  further  test  of  endurance  and  consists  of  a 
series  of  exercizes  which  hav  been  selected  with  the  thought  of  the  age 
and  skil  of  the  pupils  in  mind.  The  pupils  should  be  abl  to  perform 
the  exercizes  and  at  the  same  time  hold  the  body  in  a  good  position. 


30  The  Normal  School   Quarterly 

GRADING 

The  pupils  ar  graded  as  follows :  D,  if  they  ar  unabl  to  pass 
any  of  the  tests,  C  for  passing  one,  B  for  passing  two,  A  for  passing 
three.  If  the  individual  scoring  suggested  on  page  —  is  used,  then 
D  =  6,  C  =  7,  B  =  8,  A  =  9.  A  grade  of  10  should  be  givn  if  a  child 
passes  the  triple  test  and  the  teacher  knows  from  observation  that  he 
has  an  habitually  good  sitting,  standing,  and  walking  position  about 
school. 

WEIGHT 

Tho  regular  physical  exercize  has  been  required  in  many  schools 
for  years,  the  necessity  for  continuing  that  activity  in  out-of-school  life 
has  not  been  imprest  upon  the  pupils.  The  relation  between  helth  and 
exercize  has  not  been  demonstrated.  This  relation  should  be  under- 
stood and  properly  valued  by  the  children. 

Weight  has  long  been  considerd  an  indication  of  helth.  Loss  dur- 
ing illness  and  gain  during  recuperation  hav  been  facts  considerd  with 
interest  by  the  public.  Interest  in  the  weight  of  growing  children 
(beyond  the  period  of  babyhood)  has  not  been  so  common.  This 
interest  could  be  stimulated  if  some  standard  could  be  set  which  would 
be  a  criterion  for  the  monthly  gain  in  weight  of  all  pupils  in  school. 
Such  standards  hav  been  made  in  the  charts  publisht  by  the  Child 
Health  Organization  of  New  York.  These  charts  include  not  only  the 
normal  weight  at  a  given  age  and  hight  for  boys  and  for  girls,  but  also 
the  amount  that  should  be  gaind  each  month. 

In  grading  the  individual  each  month  we  hav  used  the  following 
method:  A  pupil  who  had  gaind  the  number  of  ounces  set  as  the 
standard  for  his  age  was  graded  10.  One  who  had  made  no  loss  or 
gain  in  comparison  with  the  preceding  month  was  graded  7.  Those 
who  had  made  some  gain  but  not  the  required  amount  wer  graded 
proportionately.  For  example,  if  the  standard  for  a  certain  pupil  was 
eight  ounces  and  he  had  gaind  four,  his  grade  for  the  month  would 

be  sy2. 

Any  loss  in  weight  was  marked  proportionately,  except  in  those 
cases  where  the  pupil  was  overweight.  If  the  child  is  overweight  any 
loss  should  be  graded  10.  If  a  child  is  underweight,  but  makes  any 
gain  he  is  graded  10. 

If  scales  for  weighing  ar  not  provided  by  the  school,  some  mer- 
chant in  the  town  wil  be  glad  to  giv  the  use  of  his  scales  for  the  school. 
The  weighing  can  be  done  by  the  older  pupils  if  necessary.  In  rural 
districts,  a  nearby  farmer  wil  be  glad  to  offer  his  scales  for  the  monthly 
weighing. 


Physical  Education  and  Children's  Interests 


31 


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32  The  Normal  School  Quarterly 

LUNG   CAPACITY 

In  schools  which  hav  a  spirometer  the  lung  capacity  can  be  taken 
each  month  to  stimulate  the  interest  in  physical  development.  The 
authors  wer  unable  to  find  any  standards  for  lung  capacity  and  grad- 
ings  wer  made  only  on  gain.  If  a  pupil  made  a  gain  in  capacity  of  from 
2  to  10  c.c.  over  that  of  the  preceding  month  he  was  graded  8V2,  and 
a  gain  above  this  was  graded  10.  Loss  was  graded  proportionately. 
In  taking  the  tests,  a  child  was  allowd  a  second  and  a  third  trial  if  he 
did  not  exceed  his  last  month's  record.  If  the  last  month's  record  was 
exceeded  on  the  first  trial  he  did  not  make  a  second  or  third  attempt. 
If  the  record  was  the  same  as  that  of  the  preceding  month  he  was 
graded  7. 

METHOD  OF  GRADING  INDIVIDUALS 

The  method  used  for  grading  should  be  one  which  the  child  can 
understand,  and  the  record  should  be  kept  in  convenient  form.  The 
card  given  on  page  33  has  been  found  to  be  satisfactory  in  recording 
and  explaining  individual  grades. 

If  there  ar  more  or  less  than  ten  elements  used  in  determining 
the  grade,  the  sum  of  column  b  is  not  the  monthly  grade.  That  is 
obtaind  by  the  formula, 

10 

Sum  of  column  b  X =  monthly  grade 

no.  of  elements 
Or,  substituting  the  numbers  for  October  in  the  abov  equation, 

10 

83  X  =  75 

11 

These  cards  should  be  givn  to  the  pupils  for  inspection  at  the  end 
of  the  month,  so  that  they  may  see  why  the  physical  education  grade 
is  good  or  poor. 

In  column  a  ar  placed  the  mesurements  which  hav  been  made  of 
the  pupil's  condition  or  skil.  In  column  b  ar  the  gradings  of  these 
mesurements  when  compared  with  the  class  and  group  standards,  and 
also  the  gradings  in  those  elements  of  the  work  which  cannoit  be  stated 
in  definit  terms  of  mesurements.  If  ten  elements  hav  been  graded  for 
any  one  month,  the  sum  of  the  numbers  in  column  b  is  the  pupil's  grade 
for  that  month.  Such  is  the  case  in  September  on  the  card  shown  here. 
Lung  capacity  was  not  graded  because  there  was  no  record  of  a  pre- 
vious capacity  with  which  it  might  be  compared. 


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34  The  Normal  School   Quarterly 

METHOD    OF    SCORING   GRADE    COMPETITION 

As  a  stimulus  for  greater  effort  in  the  various  activities  in  which 
the  pupils  ar  to  work  a  monthly  competition  between  grades  wil  be 
found  invaluable.  In  addition  to  the  stimulus  for  greater  individual 
effort,  the  grade  competition  brings  home  to  each  pupil  his  responsibility 
in  the  school  community,  teaching  him  the  necessity  for  cooperation. 
Upon  each  individual's  success  depends  the  success  of  the  grade.  If  a 
banner  is  awarded  to  the  room  making  the  best  record,  interest  is 
greater.     This  banner  should  be  awarded  for  a  month  at  a  time  only. 

The  room  competition  might  be  compared  to  a  track  meet.  The 
grades  ar  the  contestants ;  the  events  ar  the  elements  of  physical  educa- 
tion which  ar  listed  on  each  individual's  card  (weight,  posture,  hygiene, 
sportsmanship,  jump,  throw,  etc.). 

The  mesurement  made  by  any  one  grade  in  a  given  element  is  that 
of  the  average  for  the  grade  in  that  element.  Let  us  take  one  element, 
posture.  Taking  the  cards  (see  sample)  for  all  the  pupils  in  the  fifth 
grade,  we  add  the  posture  grades  found  in  column  b  for  the  first 
month.  The  sum  obtaind  by  this  addition  is  then  divided  by  the 
number  of  pupils  in  the  grade  who  were  tested.  This  is  the  fifth 
grade's  average  grade  for  posture  for  that  month.  After  the  average 
grades  for  posture  for  all  grades  hav  been  determind  for  the  month, 
these  averages  ar  compared.  The  room  having  the  highest  grade  is 
awarded  first  place  in  posture ;  the  second  highest,  second  place ;  etc. 

This  plan  should  then  be  followd  with  all  the  elements  on  which 
the  individual  pupils  ar  graded  for  the  physical  education.  This  work 
in  determining  the  grade  averages  wil  be  scatterd  all  thru  the  month. 
For  instance,  the  averages  for  the  throw  can  be  found  the  second  week 
of  the  month  as  soon  as  the  [throw  tests  ar  completed;  the  jump 
averages,  the  third  week,  etc.  The  older  pupils  can  find  these  averages. 
If  pupils  in  the  three  or  four  upper  grades  find  them,,  they  wil  serv 
as  a  check  upon  one  another. 

At  the  end  of  the  month  a  chart  similar  to  the  following  would 
show  the  exact  standing  of  each  room: 

The  total  of  the  columns  markt  " Place"  when  the  chart  was 
finisht  would  indicate  the  best  all-round  grade.  The  grade  having  the 
smallest  total  for  the  figures  in  column  "Place"  would  be  the  winner  of 
the  month,  and  would  hav  the  banner  for  the  next  four  weeks.  Thus 
if  any  one  grade  had  won  first  place  in  every  element,  the  total  would 
be  twelv.  The  lower  the  place  won  by  a  grade  the  greater  wil  be  the 
sum  of  the  column. 


Physical  Education  and  Children's  Interests 


35 


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36  The  Normal  School   Quarterly 

If  the  chart  is  placed  in  a  corridor  where  all  can  see  it  as  soon  as 
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stimulated.  As  in  the  grading  of  the  individual,  any  number  of  the 
elements  of  the  grading  system  may  be  used. 

In  adding  these  scores  for  the  grade  competition,  the  places  won 
by  each  grade  in  the  monthly  tournament  (see  section  on  "Games  and 
Tournaments")  should  be  added  to  the  score.  The  winning  teams 
should  be  scored  1,  or  first  place;  the  losing  teams,  2,  or  second  place. 


Physical  Education  and  Children's  Interests 


37 


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38  The  Normal  School   Quarterly 

DESCRIPTION  OF  GAMES 

Games  which  ar  not  found  in  Bancroft's  Games  for  the  Play- 
ground, Home,  School,  and  Gymnasium  or  in  Clark's  Physical  Training 
for  Elementary  Schools  or  in  Spalding's   Guides,  ar  here  described. 

I.       KICK  BOMBARDMENT1 

The  field  is  about  forty  by  sixty  feet  with  a  center  line  dividing 
it  into  two  equal  areas.  A  line  at  each  end  of  the  field  runs  parallel 
with  the  end  line,  and  is  two  or  three  feet  inside  of  it.  This  marks 
off  the  end  zone. 

Each  team  must  play  within  its  own  half  of  the  field.  The  mem- 
bers of  each  team  ar  divided  into  forwards  and  guards.  The  object 
of  the  game  is  to  kick  the  ball  over  the  opponents'  end  line;  the  ball 
in  passing  over  must  not  be  above  the  reach  of  the  guards. 

Guards. — The  guards  should  prevent  the  ball  from  passing  over 
the  line.  They  may  use  their  hands  or  any  other  part  of  the  body  in 
stopping  the  ball.  The  use  of  the  hands  in  preventing  the  ball  from 
going  over  the  end  line  is  permitted  only  as  long  as  the  guard  remains 
in  the  end  zone.  The  guard  may  venture  out  of  this  zone,  but  may  no 
longer  employ  |the  use  of  the  hands  in  stopping  the  ball.  Should  he  use 
hands  a  foul  is  calld.  If  the  ball  is  toucht  by  a  guard  and  passes  over 
the  end  line  the  score  shal  count. 

forwards. — At  no  time  within  the  field  of  play  may  the  forwards 
use  the  hands.  They  may  stop  the  ball  wiith  any  other  part  of  the  body. 
Touching  the  ball  with  the  hands  while  within  the  field  of  play  or 
venturing  into  the  opponents'  field  shal  be  considerd  a  foul. 

Out  of  bounds. — From  out  of  bounds  on  the  side  lines  or  at  the 
end,  the  ball  may  be  tosst  or  roled  into  the  field  of  play. 

Kick-off. — The  ball  is  kickt  off  from  the  center  of  the  field.  The 
player  who  kicks  off  may  take  one  step,  but  may  not  take  a  run  pre- 
ceding the  kick-off.     The  side  winning  the  toss-up  gets  the  kick-off. 

Foul  kick. — A  foul  kick  is  taken  from  the  center  of  the  field. 
The  opposing  forwards  shal  not  be  permitted  to  interfere  or  block  the 
kick.    They  should  stand  near  the  side  lines. 

Scoring. — When  the  ball  passes  legally  over  the  opponents'  end 
line 

a.  After  a  foul  kick  it  counts  one  point. 

b.  After  a  kick  during  play  it  counts  two  points. 

After  each,  score  the  ball  is  again  put  in  play  at  the  center,  the 
side  against  which  the  score  was  made  getting  the  kick-off.  If  the  foul 
kick  is  unsuccessful  the  ball  remains  in  play. 


1  By  permission     f  Mind  and  Body. 


Physical  Education  and  Children's  Interests 


39 


II.      BASE   KICKBAU/ 

Kickball  has  proved  to  be  very  popular  with  the  younger  boys 
and  girls  of  the  public  schools.  It  has  servd  as  an  introduction  to  the 
national  game,  the  pupils  learning  many  of  the  rules  which  ar  used  in 
baseball.  The  ideas  of  "being  forced,"  "playing  for  the  home  or  near- 
est base,"  and  "double  play"  ar  quickly  learned.  Third-  and  fourth- 
grade  girls  hav  very  little  interest  in  baseball  because  of  their  inability 
to  throw  or  bat,  but  ar  enthusiastic  about  kickball  because  all  ar  able 
to  kick,  run,  and  catch  a  larger  ball.  The  fifth-  and  sixth-grade  girls 
learn  the  game  of  baseball  much  more  quickly  and  understand  it  better 
after  having  played  base  kickball. 


0  a Y  c  h  & 


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-Ba/c 


X 


X 


H.  S.  DeGroat.    By  permission  of  Mind  and  Body. 


40 


The  Normal  School   Quarterly 


REGULATIONS 

Ball — A  soccer  or  volley  ball. 
Number  of  players. — Ten  to  thirty. 

Neutral  zone. — Not  to  be  enterd  until  after  the  ball  has  actually 
been  kickt. 

RULES  OF  PLAY 

The  kicker. — The  kicker  must  stand  within  the  circle  when  kick- 
ing the  ball.  The  ball  must  be  kickt  fair  and  beyond  the  five-foot  line. 
All  infractions  of  these  rules  shal  count  as  fouls.  Three  fouls  count 
as  an  "out." 

The  base  runner. — The  base  runner  may  take  one  base  only  on 
an  infield  ball. 

He  may  take  one  additional  base  if  the  ball  is  thrown  to  a  base 
and  mist  by  the  baseman,  or  if  it  is  thrown  at  a  runner  and  fails  to 
hit  him. 

He  may  go  as  far  as  safe  on  all  fly  balls  kickt  to  the  outfield. 

He  musit  not  leave  the  base  until  the  ball  is  actually  kickt. 

An  "Out." — A  player  is  "out"  when  he  is  hit  with  the  ball ;  other- 
wise the  rules  ar  the  same  as  in  baseball. 

"Side  out." — Same  as  in  baseball  or  when  each  side  has  kickt 
around. 

III.      QUADRUPLE   DODGEBALL 

Field. — The  field  should  be  about  seventy  feet  long  and  fifty  feet 
wide,  divided  into  four  equal  divisions  by  lines  which  ar  parallel  with 
the  ends. 

Ball. — A  volley  ball  or  soccer  ball. 


o 

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Team  B 


O 
X 


PJiysical  Education  and  Children's  Interests  41 

Number  of  players. — There  should  be  from  eight  to  sixteen  on 
a  team.  Each  team  should  be  divided  into  two  equal  groups  and 
placed  as  suggested  in  the  diagram. 

Rules  of  play. — The  ball  is  tost  up  in  the  center  between  two 
players.  It  may  be  batted  or  caught.  The  player  securing  the  ball 
throws  it  to  a  member  of  his  team  in  the  end  division.  For  instance, 
the  ball  is  secured  by  a  member  of  the  O  team ;  he  throws  it  to  a 
player  in  the  end  section;  that  player  may  pass  it  to  a  player  on  his 
own  team  who  throws  it  at  an  X  player,  or  he  may  himself  try  to  hit 
a  player.  Should  either  succeed,  a  point  is  made  for  the  O's.  The 
center  players  may  not  hit  the  end  players.  Should  the  ball  land  in 
their  territory  they  may  pick  it  up  and  throw  to  their  own  end  players. 

The  opponents  in  the  center  may  try  to  prevent  this  by  catching 
the  ball,  When  a  point  is  made  the  ball  is  picked  up  and  thrown 
to  the  end  players.  The  players  at  whom  the  ball  is  thrown  should 
dodge  the  ball  by  jumping  up,  or  ;to  the  side,  or  by  falling  to  the 
ground. 

The  ball  must  be  a  fly-ball  to  count.  Should  it  be  thrown  higher 
than  a  player's  shoulder  and  hit  the  player,  no  score  is  made.  A  ball 
which  hits  one  player  and  bounces  so  that  it  hits  a  second  player  is 
counted  as  one  point.  When  a  player  is  hit  he  does  not  step  out ;  the 
whistle  is  blown  to  announce  a  point  and  the  play  continues. 

Fouls. — Stepping  into  the  opponents'  territory  is  a  foul  and  the 
ball  passes  to  the  opponents. 

Innings. — Four-minute  innings  may  be  playd.  At  the  end  of 
an  inning  the  end  teams  change  with  the  center  teams.  Any  number 
of  innings  may  be  playd. 

DESCRIPTION  OF  ATHLETIC  EVENTS 

The  athletic  events  for  the  monthly  tests  shal  include  a  running, 
a  throwing,  and  a  jumping  event.  Rules  for  conducting  each  ar  given, 
which,  if  observd  thruout  the  year,  wil  prove  invaluable  in  conducting 
a  field-meet  in  the  spring. 

THE  DASH 

Description. — The  start.  Two  forms  of  start  may  be  used.  In 
the  first  the  runner  stands  in  the  following  position.  One  foot  toes 
the  starting  line  and  the  other  is  placed  a  step  backward  and  dug  into 
the  ground  redy  to  push  off  the  runner  on  the  signal  to  go. 


42  The   Normal  School   Quarterly 

In  the  second,  the  runner,  at  the  command,  "On  your  marks," 
(see  Fig.  3,  on  your  marks)  places  one  foot  (usually  the  left)  six 
to  eight  inches  from  the  starting  line  and  kneels  on  the  opposite  knee 
bringing  it  in  line  with  the  instep  of  the  left  foot.  The  toes  of  the 
right  foot  ar  dug  into  the  ground,  redy  to  push  off  on  the  signal. 
The  hands  ar  placed  on  the  line,  finger  and  thumb  tips  touching  the 
ground  with  the  thumbs  and  forefingers  along  the  starting  line.  On 
the  signal,  "Get  set"  (see  Fig.  4,  "Get  set"),  the  runner  raises  the 
right  knee,  throwing  the  weight  forward  on  the  hands  and  left  leg. 
The  hips  ar  then  in  line  with  the  shoulders.  The  lower  right  leg 
from  knee  to  ankle  is  parallel  with  the  ground.  On  the  command, 
"Go,"  the  runner  pushes  himself  forward  and  diagonally  upward  and 
across  the  starting  line. 

Rules. — If  any  part  of  the  body  touches  the  ground  in  front  of 
the  starting  line  it  shal  be  considerd  a  false  start. 

For  each  false  start,  the  runner  shal  be  set  back  one  yard. 

The  runner  shal  be  considerd  to  hav  finisht  the  race  when  his 
entire  body  has  crost  the  line. 

The  dashes  shal  be  the  following  length : 

For  midgets,  30  yards ;  for  tall  midgets,  35  yards ;  for  middle- 
hights,  40  yards ;  for  small  giants,  45  yards ;  and  giants,  '50  yards. 

Starting  and  finishing  lines  must  be  plainly  markt. 

Bl.     the  throw  (Double-overhed) 

This  is  to  be  used  by  midgets,  tall  midgets,  and  middle-hights. 

Description, — The  ball  is  held  over  the  hed  in  both  hands  and 
thrown  out  and  forward  as  far  as  possible.  The  ball  may  be  swung 
forward  and  backward  a  few  times  to  gain  momentum,  and,  if  de- 
sired, the  thrower  may  take  a  small  jump  forward  in  throwing. 

Rules. — The  throwing  line  shal  be  plainly  markt.  If  in  the  act 
of  throwing,  any  part  of  the  body  touches  the  ground  beyond  the 
throwing  line,  the  throw  shal  be  calld  a  foul  throw.  It  shal  be  counted 
as  one  trial  but  shal  not  be  mesured. 

All  throws  shal  be  mesured  from  the  throwing  line  to  the  spot 
where  the  ball  first  hits  the  ground,  and  shal  always  be  mesured  at 
right  angles  to  the  throwing  line. 

B2.      THE  SHOT-PUT 

This  is  to  be  used  by  the  small  giants  and  the  giants. 

Description. — The  thrower  stands  on  the  starting  line  from  five 
to  seven  feet  back  of  the  throwing  line.  The  weight  is  on  the  right 
foot  which  is  parallel  to  the  throwing  line.     The  right  knee  is  bent 


i 


Physical  Education  and  Children's  Interests  43 

and  the  body  inclined  backward.  The  left  shoulder  is  toward  the 
starting  line.  (See  Fig.  5.)  The  left  foot  touches  the  ground  lightly 
to  balance  the  body.  The  ball  is  held  on  the  right  hand  near  the  base 
of  the  neck.  The  wrist  is  flext  backward.  The  elbow  is  fairly  close 
to  the  body — never  straight  out  from  the  shoulder. 

When  a  balance  is  obtaind  the  left  foot  is  swung  to  the  rear  of 
the  right  foot  and  then  raised  suddenly  and  forcibly  forward  and 
upward.  At  the  same  time  the  thrower  hops  on  the  right  foot,  landing 
on  both  feet  with  the  left  shoulder  stil  advanst. 

A  spring  forward  with  a  half  turn  follows,  so  that  the  right  foot 
comes  up  to  the  throwing  line.  With  the  spring,  the  right  arm  pushes 
the  shot  out  from  the  shoulder,  the  hand  following  the  shot.  (See 
Fig.  6.)  From  the  first  hop  forward  to  the  throwing  of  the  ball 
is  one  continuous  movement.  In  teaching  it,  take  the  parts  slowly 
before  trying  to  combine  them. 

Rules. — The  same  as  those  for  the  double  overhed  throw. 

CI.     the  jump   (running  broad) 

This  is  to  be  used  for  midgets,  tall  midgets,  and  middle-hights 

Description. — A  place  should  be  arranged  for  the  jumper  to 
land;  if  out-of-doors,  sand,  sawdust,  or  soft  earth  should  be  pro- 
vided; if  indoors,  gymnasium  mats  may  be  used.  The  take-off  line 
(the  mark  where  the  jump  begins)  should  be  plainly  markt  so  the 
jumper  can  see  it  as  he  approaches  it.  If  out-of-doors,  a  board  sunk 
level  with  the  ground  makes  a  good  take-off  line. 

The  jumper  approaches  the  take-off  line  on  the  run,  and  lands 
just  back  of  it  on  the  foot  from  which  he  desires  to  make  his  jump. 
The  jumper  springs  into  the  air  bringing  his  knees  up  close  to  the 
chest  and  throws  the  body  forward  as  the  feet  touch  the  ground. 

In  teaching  the  jump,  practis  it  first  without  the  run.  The  length 
of  the  run  should  be  from  10  to  20  yards. 

Rides. — The  jump  shal  be  mesured  from  the  take-off  line  (at 
right  angles)  to  the  nearest  point  toucht  by  any  part  of  the  body 
of  the  jumper.  (If  the  body  falls  backward,  and  the  hands  ar  thrown 
back  of  the  body  it  may  be  the  hands  rather  than  the  heels  which 
make  the  nearest  point  toucht  by  any  part  of  the  body.) 

If  the  jumper  touches  the  ground  beyond  the  take-off  line  in 
making  the  jump,  the  jump  shal  be  calld  a  foul  jump.  A  foul  jump 
shal  count  one  trial  but  shal  not  be  mesured. 

A  line  shal  be  drawn  6  feet  in  front  of  the  take-off  line.  This 
shal  be  calld  the  balk  line.    If  in  any  attempt  the  jumper  crosses  this 


44  The   Normal  School   Quarterly 

line  but  does  not  cross  the  take-off  line  the  attempt  shal  be  calld  a 
balk.  Two  balks  make  one  trial.  This  is  to  be  used  by  the  small 
giants  and  the  giants. 

C2.     the  jump    (Run-hop -skip- jump) 

Description. — The  start  with  the  run  is  the  same  as  that  for  the 
broad  jump.  Insted  of  starting  at  the  take-off  line  with  a  jump,  the 
contestant  makes  a  hop.  This  is  usually  done  on  the  left  foot — taking 
off  with  the  left  foot  and  landing  on  it.  A  sitep  forward  on  the  right 
foot  follows,  and  then  a  jump  as  described  under  the  broad  jump. 
The  length  of  the  jump  is  mesured  from  the  take-off  line  where  the 
hop  began. 

Effort  should  be  made  to  gain  as  much  as  possible  on  the  hop 
and  the  step  as  well  as  on  the  jump. 

Rules. — The  same  as  given  for  the  running  broad  jump. 

SELECTED  REFERENCES 

Bancroft,  Jessie  H.  Posture  of  School  Children.  The  Mac- 
millan  Company,  Chicago  and  New  York. 

*Bancroft,  Jessie  H.  Games  for  the  Playground,  Home,  School, 
and  Gymnasium.     The  Macmillan  Company. 

Games  for  all  grades. 

*Burchenal,  Elizabeth.  Folk  Dances  and  Singing  Games.  O. 
Schirmer,  3  East  43rd  Street,  New  York  City. 

*Burchenal,  Elizabeth.  Folk  Dances  of  the  People.  G.  Schir- 
mer, New  York  City. 

*Caskey,  G.  M.     Athletic  Jubilee.     Publisht  by  the  Author. 

For  boys. 

*Clark,  Lydia.  Physical  Training  for  the  Elementary  Schools. 
Benjamin  H.  Sanborn  &  Company,  Boston  and  Chicago. 

Gymnastic  lessons,  games,  and  dances  for  all  the  grades. 

^Crawford,  Caroline,  and  Fogg,  E.  R.  Rhythms  of  Childhood. 
A.  S.  Barnes  &  Co.,  30  Irving  Place,  New  York  City. 

For  young  children. 

*Crawford,  Caroline.  Dramatic  Games  and  Dances  for  Little 
Children.     A.  S.  Barnes  &  Co. 

Gilbert,  Melvin  B.  Gilbert  Dances.  G.  Schirmer,  New  York 
City. 

*Hofer,  Mari  R.  Music  for  the  Child  World,  Vols.  I,  II,  III. 
Clayton  Summy  Company,  Chicago. 


Physical  Education  and  Children's  Interests  45 

Johnson,  George  E.  Education  by  Plays  and  Games.  Ginn  & 
Company,  Boston  and  Chicago. 

Discussion  of  the  value  of  games. 

Lee,  Joseph.  Play  in  Education.  The  Macmillan  Company,  Chi- 
cago and  New  York. 

Discussion  of  play. 

*Moses,  Irene  E.  Rhythmic  Action  Plays  and  Dances.  Milton 
Bradley  Company,  Chicago. 

For  little  children. 

*Pearl,  N.  H.,  and  Brown,  H.  E.  Health  by  Stunts.  The 
Macmillan  Company,  New  York  and  Chicago. 

*Spaulding,s  various  athletic  Guides.  A.  G.  Spaulding  &  Brothers, 
New  York  and  Chicago. 

Skarstrom,  William.  Gymnastic  Teaching.  American  Physical 
Education  Association,  Springfield,  Mass. 

Sperling,  Harry.  The  Playground  Book.  A.  S.  Barnes  &  Com- 
pany, New  York  City. 

N.  B. — 1.  Any  book  on  this  list  may  be  obtaind  from  the 
American  Physical  Education  Association,  Springfield,  Mass,  or  from 
regular  book  supply  companies,  such  as  A.  C.  McClurg  &  Company, 
Chicago. 

2.  References  markt  with  a  star  (*)  contain  description  of 
practical  work. 


